Monitoring Student Progress for Behavioral Interventions

1. Monitoring Student Progress for Behavioral Interventions

2. Agenda • Introduction: behavioral progress monitoring in the context of data-based individualization (DBI) • Selecting and prioritizing target behavior(s) to monitor • Developing a measurement system • Evaluating behavioral progress monitoring data to inform intervention decisions • Wrap-up and questions

3. Learning Objectives:By the end of today, participants will be able to: • Select and define meaningful target behaviors for progress monitoring. • Understand the advantages and disadvantages of using Systematic Direct Observation versus Direct Behavior Rating. • Plan and carry out data collection to monitor a target behavior; individualize Direct Behavior Rating forms. • Use graphed progress monitoring data to determine when intervention changes are needed.

4. Quick Review: Data-Based Individualization (DBI) Process

5. Triangle Intervention Logic: Intensity of Supports Individualized Intervention Secondary Intervention Preventative Methods

6. Triangle Intervention Logic: Intensity of Assessment Daily or Multiple Times per Week Progress Monitoring Weekly or Monthly Progress Monitoring Screening Instruments / Tools

7. Defining Progress Monitoring Progress monitoring is the process of systematically planning, collecting, and evaluating data to inform programming decisions. • Provides basis for determining whether an intervention is effective for a given student • Assists with developing effective intervention plans

8. Progress Monitoring Benefits

9. Identifying Students in Need of DBI for Behavior—Meet Jeff

10. Case Example: Jeff Jeff is a 12-year-old student who is consistently demonstrating disruptive behaviors in class such as calling out, talking back, and interrupting peers. These behaviors prompted his enrollment in the school’s Tier 2 intervention supports. Despite these extra supports, Jeff’s disruptive behaviors seemed to increase in frequency and intensity, leading to no significant reduction in the number of Office Discipline Referrals (ODRs). Jeff’s teacher, Mrs. Coleman, referred him to the school team. 10

11. Jeff’s Rates of Office Discipline Referrals (ODRs) Before Tier 2 Intervention 11

12. Jeff’s ODRs Following Introduction of Tier 2 Intervention Tier 2 Intervention Introduced 12

13. Jeff’s Percentage of Points Earned inTier 2 Intervention for Two Weeks Tier 2 Intervention Introduced 13

14. Case Application (Handout 1) • Identify a potential candidate for DBI • Complete the Student Qualification Sheet (Handout 1) • Keep this student in mind throughout the session 14

15. Selecting and Prioritizing Target Behaviors to Monitor

16. Jeff: Data-Based Individualization Points Earned ODRs 16

17. Planning Progress Monitoring Selecting target behaviors is part of planning for behavioral progress monitoring. • Plan for data collection • Select target behavior(s) to monitor • Choose method for monitoring that behavior • Create plan for collecting data (e.g., schedule, who will collect) • Collect data • Evaluate data to make decisions

18. Steps for Selecting Target Behaviors • Identify the target behavior(s) of concern • Prioritize the target behavior(s) • Define the target behavior(s) 18

19. Step 1: Identifying Potential Target Behavior(s) • Gather information on the context and features of behaviors of concern. • Questions to be addressed through this process include: • What does the behavior look like? • When does the behavior occur? • Why does the student present the behavior? 19

20. Target Behavior-Information-Gathering Methods Questionnaires and interviews Checklists Anecdotal reports Direct observation 20

21. A. Questionnaires and Interviews (Handout 2) • Can you describe the behavior that led to your referral? Be as specific as possible. • What are some specific features of the behavior? • How long does the behavior typically last? • How often does the behavior occur? • Does the behavior occur consistently at a particular time? • How do you typically respond to the behavior? 21

22. B. Checklists • Help identify and describe behaviors • Select from among many specific behaviors, often sorted into broader categories of behavior *NCII does not endorse products. 22

23. C. Anecdotal (ABC) Reports (Handouts 3 and 4) • Used to describe the events leading up to and following a behavior. • A = antecedent • B = behavior • C = consequence • Both narrative recording and checklist formats are available. • Requires use of objective language and focuses on actual events, not interpretations.

24. D. Direct Observation 24

25. Integrating Information to Identify Potential Target Behaviors 25

26. Case Example: Jeff • After two months of the Tier 2 program, it was clear to Mrs. Coleman and the school leadership team that Jeff was not responding. Specifically, his ODRs and point sheet totals did not reflect improvement. • The school team and Mrs. Coleman worked collaboratively to gather more information about the specific features and context of the behavior. Mrs. Coleman did the following: • Filled out a questionnaire on Jeff’s behavior (Case Sample 1). • Completed ABC checklists (Case Sample 2). • Had a colleague observe Jeff’s behavior five times over a two-week period.

27. Jeff’s Target Behavior Questionnaire (Case Sample 1) 27

28. Identifying Potential Target Behaviors Mrs. Coleman identified the following potential target behaviors for Jeff: Out of seat Curses Talks out Threatens Fights Argues Hits, kicks 28

29. Jeff’s Anecdotal Reports (Case Sample 2) Mrs. Coleman completed a series of anecdotal checklists, recording the times and conditions when the behaviors occurred. 29

30. Jeff’s Direct Observation Data Structured direct observations were conducted by a colleague 5 times over a 2-week period. Each observation lasted approximately 20 minutes. 30

31. Case Application (Handout 2) • Take a moment to consider the student you believe to be a candidate for data-based individualization. • Complete the Target Behavior Questionnaire (Handout 2). Jot down some retrospective notes on the behavior of concern. • What are some questions that arise? • Any initial conclusions?

32. Step 2. Prioritizing Target Behaviors • If several potential target behaviors are identified, prioritizing only a few will make— • Data collection more feasible. • Data analysis and decision making more efficient. • Data-based individualization more effective, as decisions will be based on the most important behavior(s) for a given student. 32

33. Prioritization Prioritization of behaviors requires assessing the overall importance of the behavior for school success. Does the behavior present danger to the student or others? How often does the behavior occur? Does the behavior interfere with learning? Will changing the behavior allow the student to obtain more positive attention? 33

34. Jeff’s Target Behavior Prioritization • Considerations for prioritization • Most frequent behaviors: threatens, curses, argues, and talks out • Most dangerous behaviors: hits / kicks • Most interfering behaviors: hits / kicks, threatens • Jeff’s target behaviors for progress monitoring: • Threatens • Hits / kicks 34

35. Case Application • List the potential target behaviors for the student from your school. • Identify one or two behaviors to prioritize for progress monitoringbased on the questions from slide 33. • Did you think some questions or considerations were most relevant in selecting a target behavior for this student?

36. Step 3. Defining the Target Behavior Good target behavior definitions: Use objective language referring only to observable characteristics of the behavior. Allow for the behavior to be readily measured. Delineate the boundaries of what the behavior includes and does not include. 36

37. Objective, Observable Language Ambiguous Terms • Apathetic • Aggressive • Bad attitude • Belligerent • Defiant • Disruptive • Hyperactive • Lazy • Unmotivated Unambiguous Terms • Hits • Looks • Pokes • Raises hand • Requests • Scratches • Seated • Takes • Talks

38. Readily Measured Readily measured behaviors are: Objectively observable (clear guidelines for whether or not a behavior has occurred) Able to be measured through frequency counts or time measures (e.g., duration) 38

39. Delineate Boundaries 39

40. Target Behavior Definition Examples

41. Jeff’s Target Behavior Definitions 41

42. Practice Defining Target Behaviors (Handout 5) Complete Handout 5: Target Behavior Definition Practice. • Part I: Identify common behaviors of concern in your school. • Do you have common definitions for these behaviors? Are they observable and measureable? • Would different staff members agree on whether or not a given behavior has occurred? • Part II: Write definitions for common target behaviors. • Alternatively, write stronger definitions for the common behaviors you identified in Part I. We will write definitions for your case student next.

43. Case Application Examine the behavior(s) you prioritized for the student in your school (slide 35). Develop a clear, measurable definition for each target behavior. • Is the language objective and observable? • Can the behavior be readily measured? • Are the boundaries of the behavior established? 43

44. Developing a Measurement System to Track the Target Behavior

45. Developing a Measurement Approach Initial considerations: • How often will data be collected? • Related to intensity of behavior and timelines for making intervention decisions • In what context(s) will data be collected? • At what times will data be collected? • Who will collect the data? • Consider when, where, and how the data will be collected. • When and how will the data be entered to allow for evaluation? 45

46. Data Collection Methods 46

47. Systematic Direct Observation The process of watching a person or environment for a period of time and systematically recording behavior. Examples of observation: • Total number of times a student raises hand • Amount of time spent out of seat • Percentage of appropriate peer interactions 47

48. Systematic Direct Observation Strengths Observation data are a direct representation of the behavior. Direct observation is applicable to a wide range of observable behaviors. Adaptable procedures can measure various dimensions of behavior. 48

49. Systematic Direct Observation Dimensions Behavior can be measured in terms of the following: Frequency – number of times behavior occurs Rate – number of times it occurs within a given time period (e.g., 10 times per hour) Duration – amount of time the behavior lasts Latency – temporal relation of behavior to other events (e.g., time to respond) Intensity – the magnitude or strength of the behavior 49

50. Practice: What dimension would you use for each behavior? • Kyle’s hand raising • Sara’s task completion • Brad’s following directions after request • Bonnie’s positive social interactions during recess 50